Heilemann, M., Schober, S., Stoeger, H., & Ziegler, A. (2026). Extending STEM identity to the institutional level: Howorganizational identity and efficacy shape gender-inclusive practice in out-of-school education. International Journal of STEM Education, 13, 5. https://doi.org/10.1186/s40594-026-00595-1 (externer Link, öffnet neues Fenster)
Stoeger, H., Uebler, C., Bayer, S., Emmerdinger, K. J., & Ziegler, A. (2026). Linking out-of-school online mentoring and in-school STEM clubs to support girls in STEM: a pretest-posttest control group study. International Journal of STEM Education, 13, 8. https://doi.org/10.1186/s40594-026-00600-7 (externer Link, öffnet neues Fenster)
Vernon, M., Kawecki, N. S., Smith, C., Marcotte, G., Blaik, R., Crosbie, R. H., Balestrini, D. P., Stoeger, H., & Rowat, A. C. (2026). Assessing current and future needs for workforce development in cellular agriculture. Industry and Higher Education. Advance online publication. https://doi.org/10.1177/09504222261430217 (externer Link, öffnet neues Fenster)
Bayer, S., Stoeger, H., & Ziegler, A. (2025). Mentors' resources and premature match closure in challenging contexts: testing a model of mediating processes in an online and a school-based mentoring program. Frontiers in Psychology, 16. https://doi.org/10.3389/fpsyg.2025.1559060 (externer Link, öffnet neues Fenster)
Daunicht, T.-M., Emmerdinger, K. J., Stoeger, H., & Ziegler, A. (2025). Analyzing barries to mentee activity in a school-based talent mentoring program: A mixed-method study. Education Sciences, 15(2), 162. https://doi.org/10.3390/educsci15020162 (externer Link, öffnet neues Fenster)
Debatin, T., Stoeger, H., & Ziegler, A. (2025). Are competence beliefs or value beliefs more important for STEM career aspirations?—Longitudinal mediation analyses based on recent modeling approaches show different results. Journal of Youth and Adolescence, 54, 1768-1778. https://doi.org/10.1007/s10964-025-02162-3 (externer Link, öffnet neues Fenster)
Ketscher, L., Stoeger, H., Vialle W., & Ziegler, A. (2025). Same classroom, different reality: Secondary school students' perceptions of STEM lessons - A pioneering study. Education Sciences, 15(4), 467. https://doi.org/10.3390/educsci15040467 (externer Link, öffnet neues Fenster)
Ketscher, L., Stoeger, H., & Ziegler, A. (2025). Classrooms through the eyes of high achievers: Gender differences in situational experiences based on the DIAMONDS framework. Journal of Advanced Academics, 37(1), 74-97. https://doi.org/10.1177/1932202X251396238 (externer Link, öffnet neues Fenster)
Lunsford, L. G., Luo, L., & Stoeger, A. (2025). The influence of national culture on the initiation of mentoring in a STEMM talent development program: mentors’ perspectives. Humanities and Social Sciences Communications, 12, 1352. https://doi.org/10.1057/s41599-025-05072-8 (externer Link, öffnet neues Fenster)
Pfeuffer, J., Stoeger, H., & Ziegler, A. (2025). Amplified social inheritance in STEM: parental careers shape adolescent identity and choice intentions. International Journal of Adolescende and Youth, 30, 2551107. https://doi.org/10.1080/02673843.2025.2551107 (externer Link, öffnet neues Fenster)
Pfeuffer, J., Stoeger, H., Vialle W., & Ziegler, A. (2025). Introducing dynamic equity gaps: a theoretical framework and an empirical illustration in STEM. Social Psychology of Education, 28, 172. https://doi.org/10.1007/s11218-025-10131-8 (externer Link, öffnet neues Fenster)
Popp, C., Stoeger, H., & Ziegler, A. (2025). Robust and semi-robust findings from giftedness and talent research: results of a secondary-order scoping review on meta-analyses. Journal for the Education of the Gifted. Advance online publication. https://doi.org/10.1177/01623532251372590 (externer Link, öffnet neues Fenster)
Stoeger, H., Beer, A. L., & Ziegler, A. (2025). Students‘ associations with the STEM acronym and their impact on value beliefs and STEM choices. Annals of the New York Academy of Sciences, 1552, 297-313. https://doi.org/10.1111%2Fnyas.70018 (externer Link, öffnet neues Fenster)
Suggate, S. P., Karle, V., & Stoeger, H. (2025). Cutting it too fine? The factor structure of fine motor skills from ages 5 to 10 years. Child Development, 96(6), 1989-2005. https://doi.org/10.1111/cdev.70016 (externer Link, öffnet neues Fenster)
Suggate, S. P., Karle, V. L., Kipfelsberger, T., & Stoeger, H. (2025). Keep the hands in mind: A meta-analysis of correlations between fine motor skills and reading, writing, mathematics, and cognitive development in children and adolescents. Educational Research Review, 49, 100748. https://doi.org/10.1016/j.edurev.2025.100748 (externer Link, öffnet neues Fenster)
Ziegler, A., Forche, A.-S., Graber, L., & Stoeger, H. (2025). The capital of cooperation: a resource-based study of school-out-of-school STEM cooperations across phases and professional roles. International Journal of STEM Education, 12, 65. doi.org/10.1186/s40594-025-00587-7 (externer Link, öffnet neues Fenster)
Ziegler, A., Naujoks-Schober, N., Vialle, W., & Stoeger, H. (2025). Analyzing national talent support systems: The case for a resource-oriented approach. Sustainability, 17, 5896. https://doi.org/10.3390/su17135896 (externer Link, öffnet neues Fenster)
Ziegler, A., Shiani, M., Wengler, D., & Stoeger, H. (2025). Mapping collaborations in STEM education: A scoping review and typology of in-school–out-of-school partnerships. Education Sciences, 15(11), 1513. https://doi.org/10.3390/educsci15111513 (externer Link, öffnet neues Fenster)
Azarbad, H., Laskowski, R., Stoeger, H., & van Straalen, N. M. (2024). From advisors to mentors: fostering supportive mentorship in academia. Trends in Microbiology, 32(12), 1145-1147. https://doi.org/10.1016/j.tim.2024.10.004 (externer Link, öffnet neues Fenster)
Balestrini, D. P., & Stoeger, H. (2024). Cultural framing of giftedness in recent US fictional texts. PLoS ONE, 19(8), e0307222. https://doi.org/10.1371/journal.pone.0307222 (externer Link, öffnet neues Fenster)
Fruehwirth, B., Heilemann, M., & Stoeger, H. (2024). The gender representation of women and men in the occupational areas of STEM and care work in German textbooks. Linguistics and Education, 80, 101284. https://doi.org/10.1016/j.linged.2024.101284 (externer Link, öffnet neues Fenster)
Olszewski-Kubilius, P., Subotnik, R. F., Worrell F. C., Assouline S. G., Stoeger, H., & Ziegler, A. (2024). Extending research on psychosocial skills and appropriate instruction in developing talents. Journal for the Education of the Gifted, 47(4), 335-339. https://doi.org/10.1177/01623532241281566 (externer Link, öffnet neues Fenster)
Stoeger, H., Luo, L, & Ziegler, A. (2024). Attracting and developing STEMM talent toward excellence and innovation. Annals of the New York Academy of Sciences, 1533, 88-98. https://doi.org/10.1111/nyas.15108 (externer Link, öffnet neues Fenster)
Winter, R. E., Stoeger, H., & Suggate, S. P. (2024). Fine motor skills and their link to receptive vocabulary, expressive vocabulary, and narrative language skills. First Language, 44(3), 244-263. https://doi.org/10.1177/01427237241233084 (externer Link, öffnet neues Fenster)
Ziegler, A., & Stoeger, H. (2024). First steps toward assessing talent-support systems on a country level. High Ability Studies, 35(1), 1–19. https://doi.org/10.1080/13598139.2023.2206113 (externer Link, öffnet neues Fenster)
Balestrini, D. P., Stoeger, H., & Ziegler, A. (2023). Quantitative text analysis in gifted and talented research. High Ability Studies, 34(2), 189–228. https://doi.org/10.1080/13598139.2023.2167812 (externer Link, öffnet neues Fenster)
Debatin, T., Stoeger, H., & Ziegler, A. (2023). Modeling social, dimensional, and temporal comparisons in self-concept development with the random intercept cross-lagged panel model: A methodological-substantive integration. Developmental Psychology, 59(9), 1595–1607. https://doi.org/10.1037/dev0001568 (externer Link, öffnet neues Fenster)
Emmerdinger, K., & Stöger, H. (2023). Selbstreguliertes Lernen: Merkmale und Prinzipien einer erfolgreichen Förderung in der Schule [Self-regulated learning: Characteristics and principles of successful promotion in school]. Schulmagazin 5–10, 91, 16–20.
Luo, L., & Stoeger, H. (2023). Developing eminence in STEMM: An interview study with talent development and STEMM experts. Annals of the New York Academy of Sciences, 1521, 112–131. https://doi.org/10.1111/nyas.14968 (externer Link, öffnet neues Fenster)
Luo, L., & Stoeger, H. (2023). Unlocking the transformative power of mentoring for youth development in communities, schools, and talent domains. Journal of Community Psychology, 51(8), 3067–3082. https://doi.org/10.1002/jcop.23082 (externer Link, öffnet neues Fenster)
Matthes, B., & Stoeger, H. (2023). Getting into the university track: Parents’ implicit theories about ability predict which type of secondary school their children are tracked into. Social Psychology of Education, 26, 857–880. https://doi.org/10.1007/s11218-023-09769-z (externer Link, öffnet neues Fenster)
Stoeger, H., Debatin, T., Heilemann, M., Schirner, S., & Ziegler, A. (2023). Online mentoring for girls in secondary education to increase participation rates of women in STEM: A long-term follow-up study on later university major and career choices. Annals of the New York Academy of Sciences, 1523, 62–73. https://doi.org/10.1111/nyas.14989 (externer Link, öffnet neues Fenster)
Suggate, S. P., Karle, V. L., Kipfelsberger, T., & Stoeger, H. (2023). The effect of fine motor skills, handwriting, and typing on reading development. Journal of Experimental Child Psychology, 232, 105674. https://doi.org/10.1016/j.jecp.2023.105674 (externer Link, öffnet neues Fenster)
Uebler, C., Emmerdinger, K. J., Ziegler, A., & Stoeger, H. (2023). Dropping out of an online mentoring program for girls in STEM: A longitudinal study on the dynamically changing risk for premature match closure. Journal of Community Psychology, 51(8), 3121–3151. https://doi.org/10.1002/jcop.23039 (externer Link, öffnet neues Fenster)
Ziegler, A., & Stoeger, H. (2023). Talent denied: Equity and excellence gaps in STEMM. Annals of the New York Academy of Sciences, 1530, 32–45. https://doi.org/10.1111/nyas.15083 (externer Link, öffnet neues Fenster)
Ziegler, A., Luo, L., & Stoeger, H. (2023). Equity gaps in literacy among elementary school students from two countries: The negative social resonance effect of intersectional disadvantage and the dampening effect of learning capital. Education Sciences, 13(8), 827. https://doi.org/10.3390/educsci13080827 (externer Link, öffnet neues Fenster)
Fischer, U., Suggate, S. P., & Stoeger, H. (2022). Fine motor skills and finger gnosia contribute to preschool children’s numerical competencies. Acta Psychologica, 226, 103576. https://doi.org/10.1016/j.actpsy.2022.103576 (externer Link, öffnet neues Fenster)
Luo, L., Stoeger, H., & Subotnik, R. F. (2022). The influences of social agents in completing a STEM degree: An examination of female graduates of selective science high schools. International Journal of STEM Education, 9, 7. https://doi.org/10.1186/s40594-021-00324-w (externer Link, öffnet neues Fenster)
Matthes, B. & Stoeger, H. (2022). Implizite Theorien von Eltern und deren Zusammenhänge mit elterlichem lernbezogenen Verhalten sowie den impliziten Theorien und dem Lern- und Leistungsverhalten ihrer Kinder: Ein Literaturüberblick [Parents’ implicit theories and their relationships with parents’ learning-related behavior, their children’s implicit theories and their children’s learning and achievement behavior: A literature review]. Unterrichtswissenschaft, 51, Article 7, 339–359. https://doi.org/10.1007/s42010-022-00157-8 (externer Link, öffnet neues Fenster)
Stoeger, H., Almulhim, N., & Ziegler, A. (2022). Correspondence heuristic and filter-empowerment heuristic: Investigating the reversed gender achievement gap in a sample of secondary school students in Saudi Arabia within the framework of educational and learning capital. Education Sciences, 12(11), Article 811. https://doi.org/10.3390/educsci12110811 (externer Link, öffnet neues Fenster)
Balestrini, D. P., & Stoeger, H. (2021). Eminence-focused talent development in drum and bugle corps. Gifted and Talented International, 36(1–2), 32–43. https://doi.org/10.1080/15332276.2021.1960223 (externer Link, öffnet neues Fenster)
Mader, M., Stoeger, H., Veas, A., & Ziegler, A. (2021). How mentors think about the attainability of mentoring goals: The impact of mentoring type and mentoring context on the anticipated regulatory network and regulatory resources of potential mentors for school mentoring programs. Frontiers in Psychology, 12, Article 737014. https://doi.org/10.3389/fpsyg.2021.737014 (externer Link, öffnet neues Fenster)
Matthes, B., & Stoeger, H. (2021). Do implicit theories about ability predict self-reports and behavior-proximal measures of primary school students’ in-class cognitive and metacognitive learning strategy use? Frontiers in Psychology, 12, Article 690271. https://doi.org/10.3389/fpsyg.2021.690271 (externer Link, öffnet neues Fenster)
Stoeger, H., Balestrini, D. P., & Ziegler, A. (2021). Key issues in professionalizing mentoring practices. Annals of the New York Academy of Sciences, 1483, 5–18. https://doi.org/10.1111/nyas.14537 (externer Link, öffnet neues Fenster)
Stoeger, H., Heilemann, M., Debatin, T., Hopp, M. D. S., Schirner, S., & Ziegler, A. (2021). Nine years of online mentoring for secondary school girls in STEM: an empirical comparison of three mentoring formats. Annals of the New York Academy of Sciences, 1483, 153–173. https://doi.org/10.1111/nyas.14476 (externer Link, öffnet neues Fenster)
Winter, R. E., Stoeger, H., & Suggate, S. P. (2021). Fine motor skills and lexical processing in children and adults. Frontiers in Psychology, 12, Article 666200. https://doi.org/10.3389/fpsyg.2021.666200 (externer Link, öffnet neues Fenster)
Ziegler, A., Gryc, K. L., Hopp, M. D. S., & Stoeger, H. (2020). Spaces of possibilities: a theoretical analysis of mentoring from a regulatory perspective. Annals of the New York Academy of Sciences, 1483, 174–198. https://doi.org/10.1111/nyas.14419 (externer Link, öffnet neues Fenster)
Fischer, U., Suggate, S. P., & Stoeger, H. (2020). The implicit contribution of fine motor skills to mathematical insight in early childhood. Frontiers in Psychology, 11, Article 1143. https://doi.org/10.3389/fpsyg.2020.01143 (externer Link, öffnet neues Fenster)
Hopp, M. D. S., Stoeger, H., & Ziegler, A. (2020). The supporting role of mentees’ peers in online mentoring: A longitudinal social network analysis of peer influence. Frontiers in Psychology, 11, Article 1929. https://doi.org/10.3389/fpsyg.2020.01929 (externer Link, öffnet neues Fenster)
Obergriesser, S., & Stoeger, H. (2020). Students’ emotions of enjoyment and boredom and their use of cognitive learning strategies: How do they affect one another? Learning and Instruction, 66, Article 101285. https://doi.org/10.1016/j.learninstruc.2019.101285 (externer Link, öffnet neues Fenster)
Reutlinger, M., Pfeiffer, W., Stoeger, H., Vialle, W., & Ziegler, A. (2020). Domain-specificity of educational and learning capital: A study with musical talents. Frontiers in Psychology, 11, Article 561974. https://doi.org/10.3389/fpsyg.2020.561974 (externer Link, öffnet neues Fenster)
Kiener, S., & Stoeger, H. (2019). Prinzipien optimaler Unterstützung für talentierte, begabte und kreative Kinder: Top 3 der Handlungsmöglichkeiten für Eltern [Principles of optimal support for talented, gifted, and creative children: The top three options for parents]. Labyrinth, 139, 34–36.
Martzog, P., Stoeger, H., & Suggate, S. (2019). Relations between preschool children’s fine motor skills and general cognitive abilities. Journal of Cognition and Development, 20(4), 443–465. https://doi.org/10.1080/15248372.2019.1607862 (externer Link, öffnet neues Fenster)
Stoeger, H., Debatin, T., Heilemann, M., & Ziegler, A. (2019). Online mentoring for talented girls in STEM: The role of relationship quality and changes in learning environments in explaining mentoring success. New Directions for Child and Adolescent Development, 168, 75–99. https://doi.org/10.1002/cad.20320 (externer Link, öffnet neues Fenster)
Subotnik, R., Stoeger, H., & Luo, L. (2019). Exploring compensations for demographic disadvantage in science talent development. New Directions for Child and Adolescent Development, 168, 101–130. https://doi.org/10.1002/cad.20321 (externer Link, öffnet neues Fenster)
Suggate, S., Lehmann, J., Stoeger, H., & Jansen, P. (2019). Cognition embodied: Mental rotation is faster for objects that imply a greater body-object interaction. Journal of Cognitive Psychology, 31(8), 876–890. https://doi.org/10.1080/20445911.2019.1678627 (externer Link, öffnet neues Fenster)
Suggate, S., Pufke, E., & Stoeger, H. (2019). Children’s fine motor skills in kindergarten predict reading in grade 1. Early Childhood Research Quarterly, 47(2), 248–258. https://doi.org/10.1016/j.ecresq.2018.12.015 (externer Link, öffnet neues Fenster)
Zeidner, M., & Stoeger, H. (2019). Self-regulated learning: A guide for the perplexed. High Ability Studies, 30(1–2), 9–51. https://doi.org/10.1080/13598139.2019.1589369 (externer Link, öffnet neues Fenster)
Ziegler, A., Debatin, T., & Stoeger, H. (2019). Learning resources and talent development from a systemic point of view. Annals of the New York Academy of Sciences, 1445, 39–51. https://doi.org/10.1111/nyas.14018 (externer Link, öffnet neues Fenster)
Ziegler, A., & Stoeger, H. (2019). A nonagonal framework of regulation in talent development (NFRTD). High Ability Studies, 30(1–2), 127–145. https://doi.org/10.1080/13598139.2019.1598772 (externer Link, öffnet neues Fenster)
Balestrini, D. P., & Stoeger, H. (2018). Substantiating a special cultural emphasis on learning and education in East Asia. High Ability Studies, 29(1), 79–106. https://doi.org/10.1080/13598139.2017.1423281 (externer Link, öffnet neues Fenster)
Debatin, T., Aljughaiman, A., AlGhawi, M., Stoeger, H., & Ziegler, A. (2018). Reliability and interpretation of total scores from multidimensional cognitive measures: Evaluating the GIK 4–6 using bifactor analysis. Psychological Test and Assessment Modeling, 60(4), 393–401.
Fischer, U., Rösch, S., & Stoeger, H. (2018). Mit geschickten Händen besser rechnen [Better to count on skilled hands]. Begabt & exzellent: Zeitschrift für Begabtenförderung und Begabungsforschung, 46(2), 8–12.
Fischer, U., Suggate, S. P., Schmirl, J., & Stoeger, H. (2018). Counting on fine motor skills: Links between preschool finger dexterity and numerical skills. Developmental Science, 21(4). https://doi.org/10.1111/desc.12623 (externer Link, öffnet neues Fenster)
Heilemann, M., Luo, L., Ziegler, A., & Stoeger, H. (2018). A dictionary-based approach to measure STEM-related communication in online mentoring. The Chronicle of Mentoring & Coaching, 2(1), 440–446.
Luo, L., Subotnik, R., & Stoeger, H. (2018). Mentors’ impact on majoring in STEM for students with or without a parent in a STEM field. The Chronicle of Mentoring & Coaching, 2(1), 463–465.
Matthes, B., & Stoeger, H. (2018). Influence of parents’ implicit theories about ability on parents’ learning-related behaviors, children’s implicit theories, and children’s academic achievement. Contemporary Educational Psychology, 54, 271–280. https://doi.org/10.1016/j.cedpsych.2018.07.001 (externer Link, öffnet neues Fenster)
Steinbach, J., & Stoeger, H. (2018). Development of the teacher attitudes towards self-regulated learning scale. European Journal of Psychological Assessment, 34(3), 193–205. https://doi.org/10.1027/1015-5759/a000322 (externer Link, öffnet neues Fenster)
Suggate, S. P., Pufke, E., & Stoeger, H. (2018). Do fine motor skills contribute to early reading development? Journal of Research in Reading, 41(1), 1–19. https://doi.org/10.1111/1467-9817.12081 (externer Link, öffnet neues Fenster)
Suggate, S. P., & Stoeger, H. (2018). Nimble hands, nimble minds? Die Bedeutung der Feinmotorik für die kognitive Entwicklung von Kindern [The importance of fine motor skills for the cognitive development of children]. Blick in die Wissenschaft, 38, 26–29.
Mader, M., & Stoeger, H. (2017). Lernen lernen: Selbstregulationsstrategien ein Leben lang erfolgreich lernen [Learning to learn: Learning successfully for a lifetime with self-regulation strategies]. Jugendhilfe, 55, 443–449.
Stoeger, H., Greindl, T., Kuhlmann, T., & Balestrini, D. (2017). The learning and educational capital of male and female students in STEM magnet schools and in extracurricular STEM programs: A study in high-achiever-track secondary schools in Germany. Journal for the Education of the Gifted, 40(4), 394–416. https://doi.org/10.1177/0162353217734374 (externer Link, öffnet neues Fenster)
Stoeger, H., Hopp, M., & Ziegler, A. (2017). Online mentoring as an extracurricular measure to encourage talented girls in STEM (Science, Technology, Engineering, and Mathematics): An empirical study of one-on-one versus group mentoring. Gifted Child Quarterly, 61(3), 239–249. https://doi.org/10.1177/0016986217702215 (externer Link, öffnet neues Fenster)
Subotnik, R. F., Stoeger, H., & Olszewski-Kubilius, P. (2017). Talent development research, policy, and practice in Europe and the United States: Outcomes from a summit of international researchers. Gifted Child Quarterly, 61(3), 262–269. https://doi.org/10.1177/0016986217701839 (externer Link, öffnet neues Fenster)
Suggate, S. P., & Stoeger, H. (2017). Fine motor skills enhance lexical processing of embodied vocabulary: A test of the Nimble-Hands, Nimble-Minds Hypothesis. Quarterly Journal of Experimental Psychology. 70(10), 2169–2187. https://doi.org/10.1080/17470218.2016.1227344 (externer Link, öffnet neues Fenster)
Suggate, S., Stoeger, H., & Fischer, U. (2017). Finger-based numerical skills link fine motor skills to numerical development in preschoolers. Perceptual and Motor Skills, 124(6), 1085–1106. https://doi.org/10.1177/0031512517727405 (externer Link, öffnet neues Fenster)
Suggate, S., Stoeger, H., & Pufke, E. (2017). Relations between playing activities and fine motor development. Early Child Development and Care, 187(8), 1297–1310. https://doi.org/10.1080/03004430.2016.1167047 (externer Link, öffnet neues Fenster)
Ziegler, A., Chandler, K., Vialle, W., & Stoeger, H. (2017). Exogenous and endogenous learning resources in the actiotope model of giftedness and its significance for gifted education. Journal for the Education of the Gifted, 40(4), 310–333. https://doi.org/10.1177/0162353217734376 (externer Link, öffnet neues Fenster)
Ziegler, A., & Stoeger, H. (2017). Systemic gifted education: A theoretical introduction. Gifted Child Quarterly, 61(3), 183–193. https://doi.org/10.1177/0016986217705713 (externer Link, öffnet neues Fenster)
Balestrini, D. P., & Stoeger, H. (2016). Zugänge der Hochbegabungsdiagnostik im Vergleich [A comparison of approaches to giftedness diagnostics]. Journal für Begabtenförderung, 16(1), 6–16.
Hopp, M., Händel, M., Stoeger, H., Vialle, W., & Ziegler, A. (2016). A cross-national study of implicit theories of a creative person. Education Sciences, 6(4). https://doi.org/10.3390/educsci6040038 (externer Link, öffnet neues Fenster)
Matthes, B., Kuhlmann, J. M., & Stoeger, H. (2016). Soziotop-Förderung in der Schule [Facilitating adaptive sociotopes in school]. Journal für Begabtenförderung, 16(2), 29–39.
Obergriesser, S., & Stoeger, H. (2016). The influence of emotions and learning preferences on learning strategy use before transition into high-achiever-track secondary school. High Ability Studies, 27(1), 5–38. https://doi.org/10.1080/13598139.2015.1100980 (externer Link, öffnet neues Fenster)
Steinbach, J., & Stoeger, H. (2016). How primary school teachers’ attitudes towards self-regulated learning (SRL) influence instructional behavior and training implementation in classrooms. Teaching and Teacher Education, 60, 256–269. https://doi.org/10.1016/j.tate.2016.08.017 (externer Link, öffnet neues Fenster)
Stoeger, H. (2016). Selbstreguliertes Lernen in der Begabtenförderung. News & Science, 42(2), 18–19.
Stoeger, H., Schirner, S., Laemmle, L., Obergriesser, S., Heilemann, M., & Ziegler, A. (2016). A contextual perspective on talented female participants and their development in extracurricular STEM programs. Annals of the New York Academy of Sciences, 1377, 53–66. https://doi.org/10.1111/nyas.13116 (externer Link, öffnet neues Fenster)
Suggate, S., Pufke, E., & Stoeger, H. (2016). The effect of fine and grapho-motor skill demands on preschoolers’ decoding skill. Journal of Experimental Child Psychology, 141,34–48. https://doi.org/10.1016/j.jecp.2015.07.012 (externer Link, öffnet neues Fenster)
Ziegler, A., & Stoeger, H. (2016). Der Soziotop-Ansatz in der Begabungsförderung: Theoretischer Hintergrund und Anwendungsperspektiven [The sociotope approach in gifted education: Theoretical background and usage considerations]. Journal für Begabtenförderung, 16(2), 4–14.
Obergriesser, S., & Stoeger, H. (2015). The role of emotions, motivation, and learning behavior for underachievement and results of an intervention. High Ability Studies, 26(1), 167–190. https://doi.org/10.1080/13598139.2015.1043003 (externer Link, öffnet neues Fenster)
Sontag, C., & Stoeger, H. (2015). Can highly intelligent and high-achieving students benefit from a training of self-regulated learning in a regular classroom context? Learning and Individual Differences, 41(), 43–53. https://doi.org/10.1016/j.lindif.2015.07.008 (externer Link, öffnet neues Fenster)
Steinbach, J., & Stoeger, H. (2015). Measurement of optimal learning environments: Validation of the parents’ attitudes towards self-regulated learning scale. Psychological Test and Assessment Modeling, 57(2), 179–200.
Stoeger, H., Fleischmann, S., & Obergriesser, S. (2015). Self-regulated learning (SRL) and the gifted learner in primary school: The theoretical basis of and empirical findings on a research program dedicated to ensuring that all students learn to regulate their own learning. Asia Pacific Education Review, 16, 257–267. https://doi.org/10.1007/s12564-015-9376-7 (externer Link, öffnet neues Fenster)
Balestrini, D. P., Harder, B., Stoeger, H., & Ziegler, A. (2014). Zur Verwendung der Begriffe Begabung, Talent und Hochbegabung: Ergebnisse einer korpuslinguistischen Analyse [Usage of the terms giftedness and talent: Results of a corpus-linguistics analysis]. News & Science, 36/37(1/2), 56–59.
Stoeger, H., & Gruber, H. (2014). Cultures of expertise: The social definition of individual excellence. Talent Development and Excellence, 6, 1–10.
Stoeger, H., Sontag, C., & Ziegler, A. (2014). Impact of a teacher-led intervention on preference for self-regulated learning, finding main ideas in expository texts, and reading comprehension. Journal of Educational Psychology, 106(3), 799–814. https://doi.org/10.1037/a0036035 (externer Link, öffnet neues Fenster)
Stoeger, H., Steinbach, J., Obergriesser, S., & Matthes, B. (2014). What is more important for fourth-grade primary school students for transforming their potential into achievement: The individual or the environmental box in multidimensional conceptions of giftedness? High Ability Studies, 25(1), 5–21. https://doi.org/10.1080/13598139.2014.914381 (externer Link, öffnet neues Fenster)
Suggate, S., & Stoeger, H. (2014). Do nimble hands make for nimble lexicons? Fine motor skills predict knowledge of embodied vocabulary items. First Language, 34(3), 244–261. https://doi.org/10.1177/0142723714535768 (externer Link, öffnet neues Fenster)
Ziegler, A., Stoeger, H., Harder, B., Park, K., Portešová, S., & Porath, M. (2014). Gender differences in mathematics and science: the role of the actiotope in determining individuals’ achievements and confidence in their own abilities. High Ability Studies, 25(1), 35–51. https://doi.org/10.1080/13598139.2014.916092 (externer Link, öffnet neues Fenster)
Balestrini, D. P., Harder, B., Stoeger, H., & Ziegler, A. (2013). Die Verwendung von Begabung, Talent und Hochbegabung in der deutschen Sprache: Ergebnisse einer korpuslinguistischen Untersuchung [Usage of giftedness and talent in German: Results of a corpus-linguistics analysis]. Labyrinth, 117, 22–23.
Buschhaus, F., Schirner, S., Stoeger, H., & Ziegler, A. (2013). Mentorings bedürfen einer professionellen Durchführung: Eine empirische Untersuchung der Risikofaktoren von Mentorings [Mentoring programs need proper execution: An empirical study of the risk factors of mentoring]. Journal für Begabtenförderung, 13(1), 43–54.
Stoeger, H., Duan, X., Schirner, S., Greindl, T., & Ziegler, A. (2013). The effectiveness of a one-year mentoring program for girls in STEM. Computers & Education, 69, 408–418. https://doi.org/10.1016/j.compedu.2013.07.032 (externer Link, öffnet neues Fenster)
Stoeger, H., Suggate, S., & Ziegler, A. (2013). Identifying the causes of underachievement: A plea for the inclusion of fine motor skills. Psychological Test and Assessment Modeling, 55(3), 274–288.
Stoeger, H., & Ziegler, A. (2013). Deficits in fine motor skills and its influence on persistence among gifted elementary school pupils. Gifted Education International, 29(1), 28–42. https://doi.org/10.1177/0261429412440649 (externer Link, öffnet neues Fenster)
Stoeger, H., & Ziegler, A. (2013). Heterogenität und Inklusion im Unterricht [Heterogeneity and inclusion during classroom instruction]. Schulpädagogik – heute, 7, 1–31.
Ziegler, A., & Stoeger, H. (2013). Bildungs- und Lernkapital: Ein ressourcenorientierter Ansatz [Educational and learning capital: A resource-oriented approach]. Journal für Begabtenförderung, 13(2), 4–13.
Ziegler, A., Stoeger, H., Harder, B., & Balestrini, D. P. (2013). Gifted education in German-speaking Europe. Journal for the Education of the Gifted, 36(3), 384–411. https://doi.org/10.1177/0162353213492247 (externer Link, öffnet neues Fenster)
Aljughaiman, A., Duan, X., Haendel, M., Hopp, M., Stoeger, H., & Ziegler, A. (2012). A cross-cultural study of implicit theories of an intelligent person. Turkish Journal of Giftedness and Education, 2(1), 2–17.
Sontag, C., Stoeger, H., & Harder, B. (2012). The relationship between intelligence and the preference for self-regulated learning: A longitudinal study with fourth-graders. Talent Development and Excellence, 4, 1–22.
Stoeger, H. (2012). Quo vadis, erziehungswissenschaftliche Genderforschung? Fünf Lehren für die nächste Forschungsdekade [Quo vadis, educational gender research? Five lessons for the next decade of research]. Blick in die Wissenschaft, 26, 3–8.
Stoeger, H., & Ziegler, A. (2012). Wie effektiv ist Mentoring? Ergebnisse von Einzelfall- und Meta-Analysen [How effective is mentoring? Results of case studies and meta-analyses]. Diskurs Kindheits- und Jugendforschung, 7, 131–146.
Ziegler, A., Stoeger, H., & Vialle, W. (2012). Giftedness and gifted education: The need for a paradigm change. Gifted Child Quarterly, 56(4), 194–197. https://doi.org/10.1177/0016986212456070 (externer Link, öffnet neues Fenster).
Ziegler, A., Stoeger, H., Vialle, W., & Wimmer, B. (2012). Diagnosis of self-regulated learning profiles. The Australasian Journal of Gifted Education, 21(2), 62–74.
Ziegler, A., Ziegler, A., & Stoeger, H. (2012). Shortcomings of the IQ-based construct of underachievement. Roeper Review, 34(2), 123–132. https://doi.org/10.1080/02783193.2012.660726 (externer Link, öffnet neues Fenster)
Ziegler, A., Stoeger, H., & Grassinger, R. (2011). Actiotope model and self-regulated learning. Psychological Test and Assessment Modeling, 53(1), 161–179.
Goetz, T., Frenzel, A. C., Stoeger, H., & Hall, N. C. (2010). Antecedents of everyday positive emotions: An experience sampling analysis. Motivation and Emotion, 34(1), 49–62. https://doi.org/10.1007/S11031-009-9152-2 (externer Link, öffnet neues Fenster)
Oagra, C., Harder, B., Stoeger, H., & Ziegler, A. (2010). Recent trends in the study of giftedness. Talent Talks, 2, 5–10.
Sontag, C., & Stoeger, H. (2010). Selbstreguliertes Lernen und Hochbegabung [Self-regulated learning and giftedness]. Journal für Begabtenförderung, 10, 6–23.
Stoeger, H. (2010). Modelllernen: Vorbild für das Lernen der Schülerinnen und Schüler sein [Observational learning: Being a role model for schoolchildren]. Schulmagazin 5–10, 6, 11–14.
Stoeger, H., & Sontag, C. (2010). Förderung hochleistender und hochbegabter Mädchen und Frauen [Supporting high-achieving and gifted girls and women]. News & Science, 25(2), 35–40.
Stoeger, H., & Ziegler, A. (2010). Do pupils with differing cognitive abilities benefit similarly from a self-regulated learning training program? Gifted Education International, 26(1), 110–123. https://doi.org/10.1177/026142941002600113 (externer Link, öffnet neues Fenster)
Ziegler, A., Fidelman, M., Reutlinger, M., Vialle, W., & Stoeger, H. (2010). Implicit personality theories on the modifiability and stability of the action repertoire as a meaningful framework for individual motivation: A cross-cultural study. High Ability Studies, 21(2), 147–163. https://doi.org/10.1080/13598139.2010.528924 (externer Link, öffnet neues Fenster)
Ziegler, A., Schimke, D., Stoeger, H., & Merrotsy, P. (2010). Standards for field evaluations of modifications to educational settings. Problems of Education in the 21st Century, 20, 156–169.
Ziegler, A., & Stoeger, H. (2010). How fine motor skills influence the assessment of high ability and underachievement in math. Journal for the Education of the Gifted, 34(2), 195–219.
Ziegler, A., & Stoeger, H. (2010). Research on a modified framework of implicit personality theories. Learning and Individual Differences, 20(4), 318–326. https://doi.org/10.1016/j.lindif.2010.01.007 (externer Link, öffnet neues Fenster)
Ziegler, A., Stoeger, H., & Grassinger, R. (2010). Diagnostik selbstregulierten Lernens mit dem FSL-7 [Diagnosing self-regulated learning with the FSL-7]. Journal für Begabtenförderung, 10, 24–34.
Martzog, P., Stoeger, H., & Ziegler, A. (2009). Neue empirische Befunde zum Underachievement Hochbegabter [New empirical findings on gifted underachievers]. Heilpädagogik online, 8, 90–112.
Stoeger, H. (2009). Die Identifikation Hochbegabter basierend auf einem systemischen Begabungsansatz und deren Relevanz für Begabte mit heilpädagogischem Förderbedarf [Identifying gifted individuals via a systemic approach and the relevance of the approach for gifted individuals with special educational needs]. Heilpädagogik online, 8, 35–63.
Stoeger, H., & Sontag, C. (2009). Geschlechtsdisparitäten im Bildungsbereich: Die Situation hochleistender und hochbegabter Mädchen und Frauen [Gender disparities in education: The situation of high-achieving and gifted girls and women]. News & Science, 23(3), 27–35.
Ziegler, A., & Stoeger, H. (2009). Begabungsförderung aus einer systemischen Perspektive [Gifted education from a systemic perspective]. Journal für Begabtenförderung, 9(2), 6–31.
Stoeger, H., Schirner, S., & Ziegler, A. (2008) Ist die Identifikation Begabter schon im Vorschulalter möglich? Ein Literaturüberblick [Is the identification of gifted students already possible in primary school? A Literature Review]. Diskurs Kindheits- und Jugendforschung, 3, 7–24.
Stoeger, H., & Ziegler, A. (2008). Evaluation of a classroom-based training to improve self-regulated learning in time management tasks during homework activities with fourth graders. Metacognition and Learning, 3, 207–230. https://doi.org/10.1007/s11409-008-9027-z (externer Link, öffnet neues Fenster)
Stoeger, H., & Ziegler, A. (2008). High ability assessment. Psychology Science Quarterly, 50(2), 91–96.
Stoeger, H., Ziegler, A., & Martzog, P. (2008). Deficits in fine motor skill as an important factor in the identification of gifted underachievers in primary school. Psychology Science Quarterly, 50(2), 134–147.
Ziegler, A., Dresel, M., & Stoeger, H. (2008). Addressees of performance goals. Journal of Educational Psychology, 100(3), 643–654. https://doi.org/10.1037/0022-0663.100.3.643 (externer Link, öffnet neues Fenster)
Ziegler, A., & Stoeger, H. (2008). Effect of role models from films on short-term ratings of intent, interest, and self-assessment of ability by high school youth: A study of gender-stereotyped academic subjects. Psychological Reports, 102(2), 509–531. https://doi.org/10.2466/PR0.102.2.509-531 (externer Link, öffnet neues Fenster)
Ziegler, A., & Stoeger, H. (2008). A learning-oriented subjective action space as an indicator of giftedness. Psychology Science Quarterly, 50(2), 222–237.
Ziegler, A., & Stoeger, H. (2008). Neue Wege in der Hochbegabtenförderung I: Selbstreguliertes Lernen [New directions in the promotion of gifted students I: Self-regulated learning]. Labyrinth, 92, 4–8.
Ziegler, A., Stoeger, H., & Martzog, P. (2008). Feinmotorische Defizite als Ursache des Underachievements begabter Grundschüler [Deficits in fine motor skills as reason for gifted primary students’ underachievement]. Diskurs Kindheits- und Jugendforschung, 3, 53–66.
Rustemeyer, R., & Stoeger, H. (2007). Does hand calculator use explain why university students cannot perform elementary arithmetic? Psychological Reports, 100(3, Part 2), 1270–1273. doi.org/10.2466/PR0.100.3.1270-1272
Schimke, D., & Stoeger, H. (2007). CyberMentor: E-Mentoring to strengthen interest and participation of girls in STEM. Science in School, 5(Summer), 41–44.
Schimke, D., & Stoeger, H. (2007). Web-basierte Teilnahme an SchülerInnenwettbewerben als Möglichkeit der Förderung begabter Mädchen im mathematisch-naturwissenschaftlichen Bereich [Web-based participation in students’ competitions as a means of encouraging gifted girls in mathematics and the natural sciences]. Journal für Begabtenförderung, 7(1), 21–28.
Ziegler, A., & Stoeger, H. (2007). Hoch begabt und trotzdem schlecht in der Schule? [So you’re gifted and still struggling in school?]. Grundschule, 10, 20–23.
Dresel, M., Stoeger, H., & Ziegler, A. (2006). Geschlechtsunterschiede bei Leistungsbewertungen und Leistungsaspirationen: Eine Mehrebenenanalyse zu Klassen- und Schulunterschieden bezüglich des Ausmaßes von Geschlechtsdifferenzen [Gender differences concerning achievement assessments and aspirations: A multi-level analysis concerning classroom and school differences]. Psychologie in Erziehung und Unterricht, 53, 44–61.
Stoeger, H. (2006). First steps towards an epistemic learner model. High Ability Studies, 17(1), 17–41. https://doi.org/10.1080/13598130600946988 (externer Link, öffnet neues Fenster)
Stoeger, H. (2006). Identification of giftedness in early childhood. Gifted and Talented International, 21(1), 47–66. https://doi.org/10.1080/15332276.2006.11673465 (externer Link, öffnet neues Fenster)
Stoeger, H., & Ziegler, A. (2006). On the influence of motivational orientations on a training to enhance self-regulated learning skills. Educational Sciences and Psychology, 9, 13–27.
Stoeger, H. (2005). Cross-cultural research: Basic issues, dilemmas and strategies [Book review]. Gifted and Talented International, 20(1), 74–75. https://doi.org/10.1080/15332276.2005.11673442 (externer Link, öffnet neues Fenster)
Stoeger, H.,& Ziegler, A. (2005). Motivational orientations and cognitive abilities: An empiri-cal investigation in primary school. Gifted and Talented International, 20(2), 7–18. https://doi.org/10.1080/15332276.2005.11673449 (externer Link, öffnet neues Fenster)
Stoeger, H., & Ziegler, A. (2005). Evaluation of an elementary classroom self-regulated learning program for gifted math underachievers. International Education Journal, 6, 261–271.
Stoeger, H., & Ziegler, A. (2005). Praise in gifted education: Analyses on the basis of the actiotope model of giftedness. Gifted Education International, 20(3), 306–329. https://doi.org/10.1177/026142940502000306 (externer Link, öffnet neues Fenster)
Stoeger, H., & Ziegler, A. (2005). Underachievement und Prüfungsangst: Forschungsbefunde und Interventionsmöglichkeiten bei hochbegabten Schülerinnen und Schülern [Underachievement and test anxiety: Empirical research and interventions for gifted students]. Journal für Begabtenförderung, 5(1), 7–19.
Stoeger, H., Ziegler, A., Cozacu, C., & Schimke, D. (2005). CyberMentor: Email-Mentoring für an Mathematik, Informatik, Naturwissenschaften oder Technik interessierte Schülerinnen [CyberMentor: An internet-based mentoring program for girls interested in math and natural sciences]. ADA-Mentoring, 11, 5–9.
Stoeger, H., Ziegler, A., Cozacu, C., & Schimke, D. (2005). E-Mail-Mentoring als Möglichkeit der Frauenförderung [Email mentoring as a possibility for fostering gifted girls]. AKTIV: Frauen in Baden-Württemberg, 5–7.
Stoeger, H. (2004). Interview with Françoys Gagné. High Ability Studies, 15(2), 167–172. https://doi.org/10.1080/1359813042000314754 (externer Link, öffnet neues Fenster)
Stoeger, H., Ziegler, A., & David, H. (2004). What is a specialist? Effects of the male concept of a successful academic person on the performance in a thinking task. Psychology Science, 47(1), 514–530.
Ziegler, A., & Stoeger, H. (2004). Differential effects of motivational orientation on self-confidence and helplessness among high achievers and underachievers. Gifted and Talented International, 19(2), 61–68. https://doi.org/10.1080/15332276.2004.11673038 (externer Link, öffnet neues Fenster)
Ziegler, A., & Stoeger, H. (2004). Evaluation of an attributional retraining to reduce gender differences in chemistry instruction. High Ability Studies, 15(1), 63–81. https://doi.org/10.1080/1359813042000225348 (externer Link, öffnet neues Fenster)
Ziegler, A., & Stoeger, H. (2004). Identification based on ENTER within the conceptual frame of the Actiotope Model of Giftedness. Psychology Science, 46(3), 324–342.
Ziegler, A., & Stoeger, H. (2004). Test anxiety among gifted students: Causes, indications, and educational interventions for teachers and parents. Journal of the Gifted and Talented Education Council, 17, 29–42.
Stoeger, H. (2003). Praktische Anwendung des ENTER-Modells [Practical application of the ENTER model]. Journal für Begabtenförderung, 3(1), 43–54.
Stoeger, H. (2003). Wie gut stimmen Begabungseinschätzungen von Eltern, Lehrkräften und Schülern mit Intelligenztestergebnissen überein? Eine Untersuchung in vierten Grundschulklassen [To which extent are parental, teacher, and student assessments of giftedness in agreement with intelligence test results? An empirical study in primary school]. LVH aktuell, 10, 5–9.
Ziegler, A., & Stoeger, H. (2003). ENTER: Ein Modell zur Identifikation von Hochbegabten [ENTER: A model to identify gifted students]. Journal für Begabtenförderung, 1, 8–21.
Ziegler, A., & Stoeger, H. (2003). Identification of underachievement with standardized tests, student, parental and teacher assessments: An empirical study on the agreement among various diagnostic sources. Gifted and Talented International, 18(2), 87–94. https://doi.org/10.1080/15332276.2003.11673019 (externer Link, öffnet neues Fenster)
Ziegler, A., Stoeger, H., Grassinger, R., & Finsterwald, M. (2003). Was tun gegen Prüfungsangst? [What can be done about test anxiety?]. LVH aktuell, 10, 9–14.
Stoeger, H., & Ziegler, A. (2002). Warum lernen Schüler und Schülerinnen der gymnasialen Mittelstufe Mathematik und Latein? [Why do secondary school students learn mathematics and Latin?]. Pädagogisches Handeln, 3, 289–309.
Ziegler, A., Grassinger, R., Finsterwald, M., & Stoeger, H. (2002). Praxistipps aus der Forschung: Richtiges Loben [Tips for practitioners from research: How to praise properly]. LVH aktuell, 9, 9–11.
Ziegler, A., & Stoeger, H. (2002). Motivationale Ziele im Mathematikunterricht von MittelstufenschülerInnen am Gymnasium [Motivational goals of secondary school students in mathematics]. Empirische Pädagogik, 16(1), 57–78.